The communication, speech and gesture of a group of hearing-impaired children

Abstract

The communication skills, speech and gesture of 20 hearing-impaired children were assessed. The children were all being educated in a school using an oral/aural approach. Assessment result comparison indicated the importance of assessing gesture and speech separately for these children and comparing the use of both skills. More informal and formal assessment of gesture and the tools to complete this task effectively are needed to ensure that these children's communication skills are described accurately.